http://dx.doi.org/10.

1590/S1413-24782016216634

Social responsibility of higher education:

mapping and thematic tendencies of Brazilian
scientific production (1990-2011)

ADOLFO IGNACIO CALDERÓN

Pontifícia Universidade Católica de Campinas, Campinas, SP, Brazil

CLEBER FERNANDO GOMES

Universidade Federal de São Paulo, São Paulo, SP, Brazil

REGILSON MACIEL BORGES

Universidade Federal de São Carlos, São Carlos, SP, Brazil

ABSTRACT
This article analyzes the scientific production regarding the social responsibility
of higher education (RSES) from doctoral theses and dissertations defended in
Brazil, from 1990 to 2011. Methodologically, it is a state-of-the-art bibliographic
study. After the construction of the timeline of the scientific production, the
prevalent areas of knowledge were identified, the geographic regions of origin
and the institutional origin. Three topics were identified: university management,
theoretical-conceptual aspects and normative and higher education. Among the
studies produced in academic master’s and doctoral degrees, it was found that the
theme RSES is essentially multidisciplinary, challenging mostly the post graduate
programs in management and in education, especially studies about university
management, aiming not only at good performance in the educational market, but
also the training for human development.
KEYWORDS
university; higher education; social responsibility of higher education.

Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016 653

Adolfo Ignacio Calderón, Cleber Fernando Gomes and Regilson Maciel Borges

Responsabilidade social da educação superior:

mapeamento e tendências temáticas da
produção científica brasileira (1990-2011)
Resumo
Este artigo analisa a produção científica sobre a responsabilidade social da
­educação superior (RSES) com base em teses de doutorado e dissertações
de mestrado defendidas no Brasil, de 1990 a 2011. Metodologicamente, é
um estudo bibliográfico do tipo estado da arte. Após a construção da linha
do tempo da produção científica, levantaram-se as áreas do conhecimento
predominantes, as regiões geográficas de origem e a procedência
institucional. Identificaram-se três eixos temáticos: gestão universitária,
aspectos teórico-conceituais e normativos e formação universitária. No
âmbito dos estudos produzidos em mestrados acadêmicos e doutorados,
constatou-se que a temática RSES é essencialmente multidisciplinar, que
desafia, particularmente, os programas de pós-graduação em administração
e em educação, com destaque para estudos sobre a gestão universitária,
objetivando não só o bom desempenho no mercado educacional, mas
também a formação para o desenvolvimento humano.
PALAVRAS-CHAVE
universidade; educação superior; responsabilidade social da educação superior.

RESPONSABILIDAD SOCIAL DE LA EDUCACIÓN SUPERIOR:

MAPEO Y TENDENCIAS TEMÁTICAS DE LA PRODUCCIÓN
CIENTÍFICA BRASILEÑA (1990-2011)
RESUMEN
Este artículo analiza la producción científica sobre la responsabilidad social
de la educación superior (RSES), con base en tesis de doctorado y
disertaciones de maestría defendidas en Brasil de 1990 a 2011. Me­todo­
lógicamente, es un estudio bibliográfico de tipo estado del arte. Tras la
construcción de la línea del tiempo de la producción científica, se mapearon
las áreas de conocimiento predominantes, las regiones geográficas de origen
y la procedencia institucional. Se identificaron tres ejes temáticos: gestión
universitaria, aspectos teórico-conceptuales y normativos, y formación uni­
versitaria. En el ámbito de los estudios producidos en maestrías académicas
y doctorados, se constató que la temática RSES es esencialmente mul­ti­
disciplinar, que desafía, particularmente, a los programas de posgrado en
administración y en educación, con destaque para estudios sobre la gestión
universitaria, objetivando no sólo el buen desempeño en el mercado
educativo, sino también la formación para el desarrollo humano.
PALABRAS CLAVE
universidad; educación superior; responsabilidad social de la educación superior.

654 Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016

 Social responsibility of higher education

INTRODUCTION
Discussions about the necessity and relevance of the social responsibility of
higher education gained prominence in Brazil in the first decade of this century,
triggered by the approval of the National Higher Education Evaluation System,
(SINAES) established by Law 10.861, of April 14, 2004 (Brasil, 2004).
The discussions stimulated by the approval of SINAES were strengthened by
the results of the World Conference on Higher Education in 2009, promoted by the
United Nations Organization for Education, Science and Culture (UNESCO) and
presented in the document “The New Dynamics of Higher Education and Research
for Societal Change and Development” (UNESCO, 2009). The importance of the
issue of the social responsibility of higher education was such that it became the
first subtitle of the document, guiding the activities of U.N. members (Calderón,
Pedro; Vargas, 2011).
Because of the multidisciplinary nature of the issue, there is a wide
variety of understandings in Brazil about what the social responsibility of higher
education entails.1 These understandings often intersect and complement each
other, while at times they are dichotomous, The discussions about the social
responsibility of higher education in the field of education are dominated by
two paradigmatic visions that have distinct and antagonistic hues; the consensus
paradigm and the conflict paradigm. While the consensus paradigm emphasizes
the functioning, improvement and efficiency of education systems, the conflict
paradigm emphasizes approaches that “undertake a radical critique of liberal
pedagogical thinking “(Sander, 1984, p. 76).
According to the consensus paradigm, the social responsibility of higher
education focuses on compliance with the mission of universities, through the
implementation of the activities historically attributed to universities (teaching,
research and university extension), in other words, the production, systematization
and dissemination of knowledge. It would not be part of the mission of universities
to assume responsibility for and make direct contributions to the solution of social
problems such as inequality and social injustice, since, as stated by Durham (2005),
these would be goals of the educational system as a whole and not an attribute of a
particular university. A university would fulfill its social responsibility to the extent
that it provides quality teaching, research and extension activities. This should be,
the evaluative parameter.
According to the conflict paradigm, there is no disagreement with the
theory that relates the social responsibility of higher education with the quality
of teaching, research and extension, but the difference lies in prioritizing the
explicit political and ideological decision to resist the advance of neoliberalism.
In this perspective, the social responsibility of higher education represents

1 Studies point to the predominance of six approaches: the social responsibility of higher
education as university tradition; as market trend; as state regulation; as organizational
management strategy; as values for human development; and as socially oriented
extension projects (Calderón, Pedro; Vargas, 2011).

Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016 655

Adolfo Ignacio Calderón, Cleber Fernando Gomes and Regilson Maciel Borges

the public function of higher education. Universities should not be limited to

providing technical and professional training for companies. Their activities must
have social relevance. From this perspective, Dias Sobrinho (2005, p. 171) points
out that it is necessary to establish an ethics of social responsibility aimed at
meeting the demands of populations, and “not legitimizing the mercantilization
of neoliberal globalization.”
As can be seen, if the consensus paradigm emphasizes social responsibility of
higher education as the fulfillment of the historical university activities, sustained by
what Santos (1995) refers to as the pillar of regulation, framed in what Weber (1970)
calls the ethics of responsibility, for the conflict paradigm, the social responsibility
of higher education is considered as a commitment to the socially excluded sectors,
a vision based on the pillar of emancipation (Santos, 1995) and that Weber (1970)
would call an ethics of conviction.
In Santos’ view (1995), the emancipation paradigm would represent
resistance to capitalist logic in the face of unfulfilled promises by modernity, which
underlie the perpetuation of an exclusionary social system, which is marked by the
overlapping of the pillar of regulation on the pillar of emancipation. In turn, in the
Weberian approach, the ethics of conviction and the ethics of responsibility would
imply irreconcilably different behaviors. In the ethics of conviction, the conduct of
actors would be based on a concern for values and ultimate goals, without discussing
their viability or measuring their consequences for the functioning of the system.
In the ethics of responsibility, the actors have a concern for the consequences of
their conduct, steering the functioning of society towards what is possible and
feasible, and not towards ideal situations that are impossible to achieve in the short,
medium or long terms.
This article is inserted in this theoretical framework and conducts a mapping
of scientific production in Brazil from 1990 to 2011 as found in doctoral theses
and master’s dissertations defended on the subject of social responsibility of higher
education and considering the dominant thematic trends.
In methodological terms, it is a bibliographic study, of the state of the art type
(Ferreira, 2002), which focuses on the analysis of the scientific-academic production
of a particular field of knowledge, to determine what is being produced by the
scientific and academic community in a particular time and place. The mapping
involved an exhaustive survey of the master’s theses and doctoral dissertations
produced in Brazil on the subject in focus. It analyzed the abstracts of the studies
identified and, when necessary, studies in their entirety. As part of the mapping, a
timeline of the scientific production is prepared, and charts and tables are used to
quantitatively identify the fields of knowledge in which the studies are entered and
the regions of the country where the scientific production is concentrated. We also
identified the main thematic trends, and deepened this inquiry by using content
analysis techniques.

656 Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016

 Social responsibility of higher education

Theses / dissertations from the

perspective of the timeline
To identify the number of doctoral thesis and master’s dissertations a search
was carried out in the data base of theses of the (CAPES) [The Coordination
of Improvement of Higher Education Personnel] using the keyword “university
social responsibility” as well as a crossing of this keyword with the terms higher
education, and institutions of higher education. Only studies that specifically and
not tangentially addressed the issue of social responsibility of higher education
were selected.
At first, we found 423 theses of which 269 were discarded after the reading
of their titles, leaving 154. We then analyzed each of the abstracts of these 154
articles and discarded 112 because they were not compatible with the purpose of this
study or because the titles were not consistent with the theme. This left 42 articles
as the basis for the study: four were doctoral theses and 38 master’s dissertations.
Chart 1 displays the timeline of the scientific literature in question. Note
that only theses and dissertations produced since the year 2001 were used. Since,
then there was a variable number of papers defended about this issue until 2011.
It is worth noting that we did not find any theses or dissertations from the 1990s.

Chart 1 – Year of defense of the theses and/or dissertations produced

on the theme of social responsibility of higher education
Timeline
45
42
Number of Theses and/or Dissertations

40

35

30

25

20

15
12
10
6
5 8 6
1 2 1 2
1 0
0 3
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 Total
Year of defense of the Theses and/or Dissertations

Source: Data collected from studies found in the CAPES database of theses (1990-2011).
Prepared by the authors

Figure 1 reveals that in the years before the adoption of The National Higher
Education Evaluation System (SINAES) two studies were produced addressing the
social responsibility of higher education (Fragoso, 2001; Tanaka, 2003). In 2004,
the year the SINAES evaluation system was enacted, two surveys were produced
(Petrelli, 2004; Wrasse, 2004). These studies allow understanding the polarization in
the theoretical reference framework of that time. While some studies relate the social
responsibility of higher education to discussions on corporate social responsibility,
which was in vogue at the time (Tanaka, 2003; Wrasse, 2004) others associate the

Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016 657

Adolfo Ignacio Calderón, Cleber Fernando Gomes and Regilson Maciel Borges

social responsibility of higher education to discussions about the social function

of the university in the context of the academic activities of teaching, research and
extension, with an obvious option for socially oriented programs (Fragoso, 2001;
Petrelli, 2004).
From 2005 to 2007, nine theses and dissertations were defended, with the
amount nearly doubling in the period between 2008 and 2009, when 15 studies
were defended. The number of studies peaked in 2009 with 12, before a sharp drop
in 2010 to eight studies and six in 2011,. The reduction in the number of studies
is probably linked to the fact that the issue of the social responsibility of higher
education lost the prominence that it had under the National Higher Education
Evaluation System (SINAES) during the first term of President Luiz Inacio Lula
da Silva (2003-2006).
Table 1 shows the distribution of the 42 theses and dissertations selected on
social responsibility of higher education. It indicates that most of the studies were
conducted in academic master’s programs, which accounted for 52.4%, (Abreu, 2009;
Felden, 2007; Fonseca, 2011; Fragoso, 2001; Galvão, 2009; Gomes, 2005; Lohn,
2009; Melo, 2011; Moreno, 2011; Paula, 2010; Petrelli, 2004; Santos, 2006; Silva,
2007; Silva, 2008; Silva Junior, 2008; Silva, A. K. L., 2010; Souza, 2010; Stadler,
2007; Tanaka, 2003; Vesce Neto, 2007; Vieira, 2006; Wrasse, 2004) followed by
professional master’s programs, with 38.1%, (Águia, 2007; Barros, 2009; Cordeiro,
2009; Cruz, 2008; Cunha, 2011; Goiana, 2010; Malafaia, 2009; Miranda, 2008;
Oliveira, 2009; Oliveira, 2010; Reis, 2007; Ribeiro, 2008; Silva, 2009; Souza, 2009;
Silva, V. A., 2010; Silva, 2011) and PhDs (Machado Júnior, 2009; Nogueira, 2010;
Pinto, 2009; Rosetto, 2011) with 9.5%.

Table 1 – Theses or dissertations defended in Brazilian graduate

programs stricto sensu on the subject social responsibility of higher
education (1990-2011). Distribution by type of program.
Level Numbers of theses/dissertations %
Academic Master’s 22 52,4
Professional Master’s 16 38,1
PhDs 04 9,5
Total 42 100

Source: Data collected from studies found in the CAPES theses database (1990-2011).
Prepared by the authors.

Considering all the studies at the master’s and PhD levels, 61.9% of the
studies were conducted in graduate programs focused on the training of researchers
for the production of scientific knowledge. The fact that nearly 40% of the
studies were conducted in professional master’s reveals that the subject of social
responsibility of higher education is also a concern in those programs dedicated to
a high level of professional qualification, as called for by CAPES norms for this
type of master’s program.

658 Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016

 Social responsibility of higher education

Using as a reference the 48 fields of study defined by CAPES in the

Evaluation of Brazil’s National System of Graduate Studies,2 Table 2 indicates
that the theses and dissertations are concentrated in six fields, with a predominance
in three of them: interdisciplinary programs, which accounted for 16 papers;
administration, accounting and tourism, with 15 papers; and education, with
seven papers. There were a total of four papers in the fields of engineering, law
and medicine.

Table 2 – Theses and dissertations defended in Brazilian

graduate programs stricto sensu about social responsibility of
higher education (1990-2011). Distribution by areas
Areas Number of Theses/dissertations %
Interdisciplinary 16 381
Administration, Accounting and Tourism 15 35.7
Education 7 16.6
Engineering III 2 4.8
Law 1 2.4
Medicine III 1 2.4
Total 42 100

Source: Data collected from the CAPES data base of theses (1990-2011).
Prepared by the authors.

Table 2 highlights that the interdisciplinary programs, which involve courses

in areas considered innovative and interdisciplinary, produced the most studies on
social responsibility of higher education. This rather peculiar data needs to be better
understood. According to Table 3, of the 16 papers from interdisciplinary programs,
75%, or 12, were produced in professional master’s courses, which are dedicated
to providing a high level of professional qualification and not specifically to the
deepening of scientific knowledge. In addition to the predominance of studies from
professional master’s courses, of the 16 papers from interdisciplinary programs, 12
or 75%, were conducted in private institutions¹. This data is complemented by other
information: of these 16 papers, 11, approximately 70%, were produced at a single
institution: the professional master’s program in human development and social
responsibility of the Visconde de Cairu Foundation (FAVIC).

2 In this study we chose to adopt the CAPES specification that identifies 48 scientific
fields aggregated into three major groupings (the life sciences; physical sciences,
technology and multidisciplinary, and the humanities) and nine major areas: three in
the life sciences (agricultural sciences, biological sciences and health sciences), three
in physical sciences, technology and multidisciplinary (physical and earth sciences,
engineering, and multidisciplinary) and three in the humanities (human sciences,
applied social sciences, and linguistics, languages and arts). Available at: <http://www.
capes.gov.br/avaliacao/sobre-as-areas-de-avaliacao>. Accessed on 28 March 2016.

Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016 659

Adolfo Ignacio Calderón, Cleber Fernando Gomes and Regilson Maciel Borges

Based on this information, it can be hypothesized that if not for these 11

studies, there would be only five studies produced in interdisciplinary programs,
and they would occupy third place in Table 2, after the field of education. This is the
position of education programs among the studies conducted in academic master’s
courses and PhDs, as indicated in Table 4.

Table 3 – Theses and dissertations defended in Brazil in

professional master’s programs about social responsibility of higher
education (1990-2011). Distribution by evaluation areas:
Field Number of Theses/dissertations %
Interdisciplinary 12 75,0
Administration 3 18,7
Engineering III 1 6,3
Total 16 100
Source: Data collected from studies found in the CAPES theses database (1990-2011).
Prepared by the authors.

Table 4 – Theses and or dissertations defended in Brazil in

academic master’s and PhD programs on social responsibility of
higher education (1990-2011). Distribution by fields:
Field Numbers of Theses/dissertations %
Administration 14 54.0
Education 7 27.0
Interdisciplinary 2 7.6
Law 1 3.8
Engineering 1 3.8
Medicine 1 3.8
Total 26 100
Source: Data collected from studies found in the CAPES theses database (1990-2011).
Prepared by the authors.

Regarding the production of the studies that came from graduate programs
dedicated to educating researchers, which focus on the deepening and expansion
of scientific knowledge, encompassed in the academic master’s and doctoral
courses, Table 4 reveals that the theme of social responsibility of higher education
is essentially multidisciplinary. While according to common sense this would be a
subject for the educational field, the research shows that there are many fields of
knowledge that are concerned with this issue, and most of them are in graduate
programs in administration, stricto sensu, 54.0%, and not in the field of education,
which accounts for 27% of all the studies.
Table 4 also indicates that the remaining studies are distributed in various
fields of knowledge; 7.6% in stricto sensu graduate programs, which CAPES
identifies as interdisciplinary, and 11.4% were produced by students in graduate
schools of law, engineering and medicine.

660 Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016

 Social responsibility of higher education

Table 5 – Doctoral dissertations and master’s theses defended in Brazil on

the social responsibility of higher education (1990-2011) by region.

Number Total
Higher Education
Region State Initials of studies by %
Institution
per school region
Fundação Visconde de Cairu FAVIC 11
Bahia

Universidade Federal da Bahia UFBA 01

Universidade Federal do Ceará UFC 01
Ceará
Northeast

Universidade de Fortaleza UNIFOR 02

18 43,0
Fundação Universidade
Pernambuco

UPE 02
de Pernambuco

Universidade Federal
UFPE 01
de Pernambuco
Pontifícia Universidade
PUC-PR 01
Católica do Paraná
Paraná

Universidade Federal do Paraná UFPR 01

Universidade Tuiuti do Paraná UTP 01
Universidade Federal
Santa Catarina

UFSC 02
de Santa Catarina
South

Universidade Regional 12 28,5

FURB 03
de Blumenau
Universidade do Vale do Itajaí UNIVALI 01
Universidade Regional
Rio Grande

do Noroeste do Estado UNIJUÍ 02

do Sul

do Rio Grande do Sul

Pontifícia Universidade Católica
PUC-RS 01
do Rio Grande do Sul
Faculdade de Ciências Medicas
FCMSCSP 01
da Santa Casa de São Paulo
Pontifícia Universidade PUC-
01
Católica de Campinas Campinas
Pontifícia Universidade
São Paulo

PUC-SP 02
Católica de São Paulo
Southeast

Universidade Metodista UNIMEP 02

12 28,5
Universidade Nove de Julho UNINOVE 01
Universidade de São Paulo USP 01
Centro Universitário de Franca Uni-FACEF 01
Universidade Federal Fluminense UFF 02
Janeiro
Rio de

Universidade Estácio de Sá UNESA 01

Total 42 42 100
Source: Data collected from studies found in the CAPES theses database (1990-2011).
Prepared by the authors.

Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016 661

Adolfo Ignacio Calderón, Cleber Fernando Gomes and Regilson Maciel Borges

Another relevant data on the topic of social responsibility of higher education

is observed in Table 5, which shows the theses dissertations on the social responsibility
of higher education according to the region of Brazil in which they were produced.
It indicates that that the Northeast had the most studies, with 43.0% of the total,
followed by the South and Southeast regions, with 28.5% each. There were no theses
or dissertations defended on this issue in the North and Midwest regions.
Table 5 also shows that most of the studies in the Northeast region are
concentrated in Bahia State, particularly at the FAVIC, which accounted for 11
dissertations(Cordeiro, 2009; Cruz, 2008; Goiana, 2010; ­Malafaia, 2009; Miranda,
2008; Oliveira, 2009; Oliveira, 2010; Reis, 2007; Ribeiro, 2008; Silva, V. A., 2010
e Souza, 2009).
In addition to FAVIC, there was one study about the issue from the Federal
University at Bahia (UFBA) (Nogueira, 2010). Universities in neighboring states also
produced research on the subject; Ceará had three dissertations, with two from the
University of Fortaleza (UNIFOR) (Abreu, 2009; Vieira, 2006) and one from the
Federal University at Ceará (UFC) (Barros, 2009). Three dissertations were defended in
Pernambuco, two at the Foundation University of Pernambuco (UPE) (Cunha, 2011;
Silva, 2009) and another at the Federal University at Pernambuco (UFPE) (Paula, 2010).
The South and Southeastern regions each accounted for 28.5%, of all the
studies. Three dissertations were produced in Paraná State, one each at the Federal
University at Paraná (UFPR) (Santos, 2006), the Pontifical Catholic University of
Paraná (PUC-PR) (Vesce Neto, 2007) and University Tuiuti of Paraná (UTP) (Silva,
2008). Six dissertations were produced in Santa Catarina state, three at the Regional
University of Blumenau (FURB) (Melo, 2011; Silva, A. K. L., 2010a; Wrasse, 2004),
two at the Federal University at Santa Catarina (UFSC) (Lohn, 2009; Petrelli, 2004)
and one at the University of the Itajaí Valley (UNIVALI) (Stadler, 2007). In Rio
Grande do Sul State three studies were produced: two at the University of Northwest
Rio Grande do Sul (UNIJUÍ) (Felden, 2007; Souza, 2010) and one at the Pontifical
Catholic University of Rio Grande do Sul (PUC-RS) (Pinto, 2009).
Twelve studies were produced in the Southeastern region; nine in São Paulo,
two at the Pontifical Catholic University of São Paulo (PUC-SP) (Gomes, 2005;
Rosetto, 2011), two at Methodist University (UNIMEP) (Machado Júnior, 2009;
Moreno, 2011), and one each at the University of São Paulo (USP) (Tanaka, 2003),
the Pontifical Catholic University of Campinas (PUC-Campinas) (Silva, 2007), the
Medical Sciences College of Santa Casa de São Paulo (FCMF-SP) (Silva Júnior,
2008), Nove de Julho University (UNINOVE) (Galvão, 2009) and the University
Center of Franca (Uni-FACEF) (Fonseca, 2011). Three dissertations were produced
in Rio de Janeiro, two at the Federal University Fluminense (UFF) (Fragoso, 2001;
Silva, 2011) and one at Estácio de Sá University (UNESA) (Águia, 2007).
Far from the official data from CAPES (Brasil, 2016) which, as shown in
Table 6, indicate that the Southeast region of the country is the largest producer of
all scientific knowledge in Brazil, with 45,1% of all studies, and the Northeast is in
third place, with 20,1%, the survey in table 5 demonstrates a sui generis reality: the
Northeast produced more articles than the Southeast about social responsibility of
higher education, with 43% and 28.5% of the total respectively.

662 Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016

 Social responsibility of higher education

Table 6 – Theses and dissertations in Brazil. Distribution by region.

Graduate Programs and Courses
Region Professional Master’s and
Master’s Doctorate Total %
Masters doctorate
Southeast 391 39 360 1102 1892 45,1
South 288 9 150 444 891 21,2
Northeast 382 15 131 318 846 20,1
Midwest 135 9 47 149 340 8,2
North 103 4 42 75 224 5,4
Brazil 1299 76 730 2088 4193 100
Source: CAPES 2016 – Updated: 20 May 2016.

Table 7 indicates that non-profit private institutions stand out as privileged

centers of production of studies about social responsibility of higher education,
with 62.0% of the studies. State institutions account for 33.3% of the theses and
dissertations. Private for-profit institutes of higher education account for only 4.7%.
The data help to determine the importance of the not-for-profit schools, compared
with the private for-profit sector, in the theme in question.

Table 7 – Doctoral dissertations and master’s theses in Brazil

about social responsibility of higher education (1990-2011).
Distribution by type of institution of higher education.

Type of Institution Number of Theses/dissertations %

Private not-for-profit 26 62
State 14 33.3
Private for-profit 02 4.7
42 100
Source: Data collected from studies found in CAPES thesis database (1990-2011).
Prepared by the authors.

The data on the scientific production about social responsibility of higher

education present a discrepancy with the reality of the national scientific production,
considering that 81.2% of all scientific production in Brazil is concentrated in state
schools, and only 18.8% in private schools (Brasil, 2010). This is quite distinct from
what was found in this study,, considering that 66.7% of scientific production about
the issue treated here was produced by the private sector (for – or not-for-profit),
as shown in Table 8.
In Table 8, we can see that FAVIC, a private not-for-profit private sector
organization, is the largest producer of theses and or dissertations, with a total of
11 studies, followed by FURB, which is a municipal university, which had three

Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016 663

Adolfo Ignacio Calderón, Cleber Fernando Gomes and Regilson Maciel Borges

studies. There are six universities that produced two papers each, four private not-
for-profits (UNIFOR, PUC-SP, UNIMEP and UNIJUÍ), one federal (UFSC)
and one state (UPE). In addition, there are 16 that produced a single study each.

Table 8 – Doctoral dissertations and master’s theses in Brazil about

social responsibility of higher education (1990-2011). Distribution by
region and legal nature of the institutions of higher education.

Numbers
Type of School School State of Theses/ Total %
dissertations
FAVIC BA 11
UNIFOR CE 02
Uni-FACEF SP 01
FCMSCSP SP 01
PUC-Campinas SP 01
Private not- PUC-PR PR 01
26 62,0
for-profit PUC-RS RS 01
PUC-SP SP 02
UNIMEP SP 02
UNINOVE SP 01
UNIJUÍ RS 02
UNIVALI SC 01

UFSC SC 02
UFC CE 01
UFF RJ 01
Public – Federal 7 16,7
UFPR PR 01
UFBA BA 01
UFPE PE 01

UPE PE 02
Public – State 3 7,1
USP SP 01

FURB SC 03
Public-Municipal 4 9,5
Uni-FACEF SP 01

UNESA RJ 01
Private for-profit 2 4,7
UTP PR 01

Total 42 42 100
Source: Data collected from studies found in the CAPES theses database (1990-2011).
Prepared by the authors.

Themes of the Dissertations and Theses

According to Table 9, three major themes were identified, 54.8% of the
studies addressed the social responsibility of higher education in the field of
university management practices. The remaining 45.2% are evenly distributed
between two themes: theoretical-conceptual and normative aspects focusing on

664 Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016

 Social responsibility of higher education

the private sector with 23.8%, and 21.4% addressing social responsibility and
university education.

Table 9 – List of themes in the theses and dissertations

about social responsibility of higher education.
Number of Theses/
Theme %
dissertations
Social responsibility and university administration 23 54,8
Theoretical-conceptual and normative aspects
10 23,8
with a predominant focus on the private sector
Social responsibility and university education 09 21,4
Total 42 100
Source: Data collected from studies found in the CAPES theses database (1990-2011).
Prepared by the authors.

Social Responsibility and University Administration

This thematic area contains 23 theses and dissertations, but we located only
16 of them for analysis (Abreu, 2010; Águia, 2007; Cunha, 2011; Felden, 2007;
Gomes, 2005; Lohn, 2009; Oliveira, 2009; Paula, 2010; Petrelli, 2004; Pinto, 2009;
Reis, 2007; Silva, 2009; Souza, 2009; Stadler, 2007; Vieira, 2006; Wrasse, 2004).
The 16 studies analyzed have the same theoretical framework, which has two
dimensions. There is a utopian dimension that links the social responsibility of
higher education to the need for university administrations to contribute to human
development (Silva, 2009), by educating college students. They also have a pragmatic
dimension in which the social responsibility of higher education assumes a market
connotation, involving administrative actions and tools to leverage the business of
the institution of higher education (Wrasse, 2004). In the first case, it is a perspective
that points to the development of human values, in which “the university is a space
for the irradiation of citizenship values” (Calderón; Pedro; Vargas, 2011, p. 1.188).
The second emphasizes business strategies in university administration, such as
“institutional governance; instruments of strategic management such as reporting on
social actions, marketing strategies, organizational image, sustainable management
and evaluation and quality indicators “ (idem, p. 1.187-1.188).

a) University Management and Human Education

Vieira (2006) addresses the social responsibility of public and private

schools in Salvador (Bahia), studying the concept of the social responsibility
of higher education understood by administrators at six institutions of higher
education. The research shows that the concept of social responsibility of higher
education points to the strengthening of human values, contributing to promoting
social awareness of students on social issues. The social responsibility of higher

Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016 665

Adolfo Ignacio Calderón, Cleber Fernando Gomes and Regilson Maciel Borges

education is linked to understanding the problems of society and the search for
solutions that can change the lives of communities (idem). For this, institutions
of higher education have the social duty to prepare ethical citizens who perform
their role with responsibility, solidarity and competence. The study by Silva
(2009) also reinforces the idea that higher education institutions are educational
enterprises whose mission is to educate and train professionals needed for the
country’s development. The author emphasizes the close link between the social
responsibility of higher education and the permanent commitment to quality
education, specifically through the preparation of ethical professionals committed
to citizenship enhancement projects. By the same token, Cunha (2011) analyzes
how an institution of higher education in the interior of Pernambuco state has
contributed to the education of its students regarding social responsibility and
sustainable development. The author concludes that the educational policies
adopted by the institution have enabled preparing citizens who are more aware
of their role in society.
Regarding community colleges, Souza (2010) examines the perception
of a group of administrators from two universities in Rio Grande do Sul state,
private and not-for-profit, on the corporate social responsibility (CSR) of these
organizations – the Integrated Regional University of Upper Uruguay and Missions
(URI) and UNIJUÍ. For most of the administrators interviewed, the social actions
undertaken by the institutions are part of their mission, and were realized before
the issue gained attention in the media. Nevertheless, for this author, community
colleges can attain socially responsible organization that results in the valorization
of the institution and allows adding value to its products. Within a different
focus regarding the relation between the university and the educational market,
Oliveira (2009), upon studying the social responsibility practices of a school in
Bahia, addresses the social responsibility of higher education as a social duty that
is not connected to market activity, but to projects for improving life and human
development. In this study, the author refers to the importance that higher education
institutions have in the formation of competent and ethical professionals engaged
in law enforcement, the collective well-being, and in social programs dedicated to
quality of life.

b) University management and performance in the educational market

The survey conducted demonstrates that this second dimension wound

up overlapping the first, understanding the actions of social responsibility from
a perspective similar to that found in the corporate world, that is, social and
environmental projects that can secure competitive advantage for higher education
organizations helping to create a good corporate image (Stadler, 2007).
In this perspective, according to Petrelli (2004), universities contribute to
the development of society, and should therefore discuss the social importance of
their projects, giving potential to the actions of educators that are made concrete
in programs involving both the internal and the external publics.

666 Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016

 Social responsibility of higher education

The studies analyzed reveal a concern for developing social projects focused
on human well-being and environmental responsibility. Thus, concern for social
marketing to the community is emphasized, to present the distinctions of socially
responsible universities.
By studying their communication with internal and external publics, Gomes
(2005) questions the importance that the dissemination of social responsibility
actions have for the schools. Based on interviews with stakeholders3 of the Planalto
de Araxá University Center (UNIARAXÁ), a private not-for-profit institution in
Minas Gerais he addresses openness to and promotion of actions through social
reports, based on the principal that one of the pillars of social responsibility is the
transparency of actions. Gomes’ research (item) is in keeping with studies by Águia
(2007), which point to the publication of social reports as a way to show society an
organization’s commitments to social responsibility. We also considered the studies
of Reis (2007) and Felden (2007), authors who see social reports as practices of
transparency, related to the internal and external administration of social actions
undertaken by institutions of higher education.
Upon studying the University of Santa Cruz do Sul (UNISC), a community
institution in Rio Grande do Sul, Pinto (2009) concluded that it is a socially
responsible institution, because it contributes to sustainable development through
projects that focus on stakeholders, that is, on multiple partners, from the internal
and external publics. In a study of the various publics of institutions of higher
education, Souza’s study (2009) stands out because upon analyzing a private school
called Alpha, located in Salvador, Bahia State, he affirms that its institutional
policies should prioritize the internal public, since its main commitment is to the
transmission of culture and the human development of its own students.
The concern for stakeholders, applying concepts of corporate social
responsibility to university administration, is evident in the study by Abreu (2009),
which discusses the practices used at UNIFOR University. Abreu affirms that
promoting social responsibility actions has been one of the alternatives found by
institutions of higher education to stand out among their many competitors. The
author believes that these schools are companies that need to position themselves
in the market, because with the expansion of Brazil’s educational market, they must
be aware of the competition and concerned about their commercial soundness.
The concern for institutional planning to improve performance is evident
in Águia’s research (2007), which studied the degree of perception of the people
interviewed about the social responsibility actions of a particular university, by
applying the fuzzy4 model of capturing linguistic information to convert it into

3 According to Lyra, Gomes and Jacovine (2009, p.41), a “stakeholder in an organization

is, by definition, any group or individual who can affect or be affected by the achievement
of the objectives of this company”, this includes those individuals, groups and other
organizations that have an interest in the actions of a company and have the ability to
influence it.
4 According to Águia (2007, p. 13), the principles of the theory of fuzzy sets, “is a
tool capable of translating, vague, imprecise and qualitative verbal expressions, in a

Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016 667

Adolfo Ignacio Calderón, Cleber Fernando Gomes and Regilson Maciel Borges

numeric data. According to Águia (idem, p. 113) the fuzzy model helps to conduct
a self-assessment that will help in the planning and development of innovative
actions applicable to institutions that aim to improve their operations. Also from the
perspective of improving institutional performance, Wrasse (2004) investigated how
social responsibility is worked with at seven private universities in western Parana
State. The study found that the concept of social responsibility is associated with
ways of improving the quality of life of the community in the neighborhood of the
university, helping to retain customers and strengthen the name of the institution.
The use of organizational communication tools for building socially
responsible educational institutions was Paula’s object of study (2010), which used
as references three schools in Pernambuco State. According to the author, by using
communication tools, the schools seek to spread and disseminate information that
contribute to the creation and strengthening of their organizational image with
an emphasis on the identification of extension activities as the social responsibility
of higher education.
The link between social responsibility and corporate image is also addressed
in Stadler’s research (2007), which studied the impact of the social responsibility
of higher education on the corporate image of a private institution in Curitiba,
in Paraná, based on the premise that the use of corporate social responsibility, as
“an instrument for strengthening a brand in relation to the stakeholders of the
educational institution, allows it to compete with other competitors with advantages”
(idem, p. 15).
Within the business strategies of institutions of higher education, Lohn
(2009), argues that the social responsibility of the schools should not be limited
to the timely payment of employees, but should involve actions or social projects
that contribute to the sustainable development of society as a whole. In the same
perspective as Stadler (2007) and Wrasse (2004), Lohn (2009) is concerned with
investigating and finding out how social programs can help strengthen a company’s
image, increase profits and add value.
A concern for the evaluation of the social responsibility practices of an
institution of higher education can be found in a case study conducted by Felden
(2007), which evaluated the levels of social responsibility of UNIJUÍ, based on a
business model of evaluation. There was a concern for evaluating how the concept of
social responsibility could contribute to the quality and construction of knowledge,
research and extension, and allow the implementation of social projects in the region
where the school is located, to help regional development.
The inclusion of the social responsibility of higher education as a topic of
evaluation of the school as part of the National Higher Education Evaluation
System (SINAES) as well as the perception of the administrators about the concept
of social responsibility of higher education, was a source of scientific curiosity of Reis

quantitative form, allowing the representation of subjective knowledge in measurable

amounts, enabling decision-making strategies, which made it suitable for achieving the
intended results in this study”.

668 Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016

 Social responsibility of higher education

(2007) who studied how the schools understand the concept of social responsibility
using as a reference four institutions in Salvador, Bahia, demonstrating that the
social responsibility actions of public institutions of higher education are more
frequent and broad, while private schools do not invest much in these actions.
Normative and conceptual aspects with a predominant focus on the
private sector
This thematic area includes a total of 10 theses and dissertations, seven
of which formed the basis for the analysis (Melo, 2011; Moreno, 2011; Rosetto,
2011; Santos, 2006; Silva, 2008; Silva, A. K. L., 2010; Silva, 2011). The studies in
this thematic area were grouped into three subthemes: a) the social responsibility
of higher education in the context of SINAES, b) social responsibility in private
sector schools, and c) social responsibility and university extension.

a) The social responsibility of higher education in the context of SINAES

Two authors conducted research focusing on the assessment of higher

education. Santos (2006) studied current regulations governing higher education,
and affirmed that private institutions should be monitored by government to
improve compliance with their functions. Meanwhile, Silva (2008), addressing legal
aspects involving social responsibility practices, contextualizing them historically
considering the relationship of the state with civil society, and highlighting the
third sector, emphasized the importance of quality and of institutional evaluations
for transforming society. Finally, Rosetto (2011) investigated the representations
of leaders of Brazilian higher education on the issue of social responsibility. This
study focuses on the lack of precision, in conceptual terms, of the SINAES law,
about what in fact is the social responsibility of higher education. It found that
this creates a theoretical-conceptual and practical confusion for schools, triggering
an immediate relation with the implementation of social projects, similar to the
prevailing trend in the business world. However, despite this reality, one of the
positive aspects of SINAES, according to the author, was to provide schools an
opportunity to reflect on their own actions.

b) The social responsibility of higher education in the private sector

Two studies address social responsibility actions in private sector schools

in the South of Brazil, based on the SINAES guidelines. Silva (A. K. L., 2010)
studied the reality of five private universities in Paraná, four for-profit institutions;
the University of Northern Paraná (UNOPAR), Paranaense University (UNIPAR),
Positivo University (UP) and the University of Tuiuti of Paraná (UTP); and
one not-for-profit institution, Pontific University Catolic of Paraná (PUC-PR).
The author points out that in the schools studied, social responsibility actions
are conducted, but are still far from consolidated. The study identified efforts by
administrators to promote social responsibility projects and actions that involve

Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016 669

Adolfo Ignacio Calderón, Cleber Fernando Gomes and Regilson Maciel Borges

various stakeholders. Some have been effective, others were still at an early stage.
It is apparent that most of the activities involve students and teachers, which
suggests that these are the main stakeholders in the opinion of the administrators
(Silva, A. K. L., 2010). Quite similarly, Melo (2011) analyzed social responsibility
at four schools in the Upper Itajaí Valley, Santa Catarina; three private for-profit
institutions, the University Center Leonardo Da Vinci (UNIASSELVI), the
SENAI Colleges and the Ação College; and one private not-for--profit institution,
the University Center for the Development of the Upper Itajaí Valley (UNIDAVI).
The results of the study show that the schools in the Upper Itajaí Valley do not
have a clear understanding of the social responsibility of higher education. It
found a lack of interest in discussing and making a commitment to the cause of
social responsibility. The author proposed triggering discussions about the need to
implement social responsibility programs at the schools in the Upper Itajaí Valley.

c) The social responsibility of higher education and university extension

Regarding the social function of instituitions of higher education and the

link between university extension and social responsibility, Moreno (2011) analyzed
the university extension networks in the context of an undergraduate course in
administration in the interior of São Paulo State. The research findings show that
the inclusion of students in extension practices can promote the development of
skills and abilities required of a professional in administration, and add value to the
formation of this professional, in terms of citizen praxis.
Silva’s study (2011) also emphasizes the importance of university extension to
the fulfillment of social responsibility. The author surveys impacts and developments
in the formation of the students who participate in the social responsibility actions
conducted at the Federal Fluminense University (UFF). The study found significant
changes in the students after their participation in extension projects, since these
practices put them in direct contact with social and environmental issues, providing
them access to an education based on the construction of ethics and citizenship,
transcending a technical-scientific education.
Social responsibility and university education
Nine studies considered the relationship between social responsibility and
university education, reinforcing theories of several authors, such as Schwartzman
(2005), for whom the social responsibility of higher education is focused on
contributing to the education of people who are aware of their role in society, who
can overcome the barriers of stagnation, and steer their creative actions to transform
reality. Of the nine studies in this thematic area, only seven were located, and these
served as the basis for this analysis (Barros, 2009; Fonseca, 2011; Galvão, 2009;
Malafaia, 2009; Silva, 2007; Silva Júnior, 2008; Vesce Neto, 2007). The studies
were divided into three subareas: a) education of students in healthcare courses, b)
education of students in the field of administration, and c) education of students
through internship activities.

670 Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016

 Social responsibility of higher education

a) The university education of health care students

Regarding health care courses, three empirical studies analyzed how

university extension experiences can fulfill the social responsibility of higher
education, addressing three issues:

a) extension activities as an exercise of social responsibility in physiotherapy

courses in Salvador, Bahia, and their impacts on the education of
physiotherapists (Malafaia, 2009);
b) social responsibility actions conducted by the medical school of the UFC
– Campus Sobral (Barros, 2009);
c) “social hazing” at the medical school of FCMSC-SP as a university
reception ritual and its influence on involvement in social work during
undergraduate studies (Silva Jr., 2008).

These studies specific to the field of healthcare have as a common element

the fact that they consider university extension as a way to achieve the social
responsibility of higher education, in two dimensions. One is by meeting needs
of the community where the university is inserted (Barros, 2009), and the other
through the training of future professionals (Malafaia, 2009; Silva Júnior, 2008).
The study by Barros (2009) emphatically affirms that social responsibility is
a means to find solutions to community social problems. It stresses the importance
that medical schools provide opportunities to develop a social commitment to
social action within the reality where they are located. Complementary to this
view, Silva Junior (2008) analyzes the use of social activities for motivating medical
students. When analyzing an extension experiment called “social hazing,” Silva
Junior (idem) shows that students in this program developed communication skills,
empathy, flexibility, and heightened human values of responsibility, humility and
cooperation. From the same perspective as Silva Junior (idem), the study of Malafaia
(2009) also considers that university extension is essential for the formation of
physiotherapists, since it allows developing awareness about the social duties that
future physiotherapists will have in society, ensuring a positive relationship with
the population, since the focus is on community health.

b) The university education of students in the field of administration

With respect to courses in the field of administration, the authors seek to

understand how they are organized for educating future professionals who will
act as managers of business organizations and communications companies. We
found three studies that emphasized: a) how to conciliate a humanistic and ethical
formation with a professional education in the field of marketing and advertising
(Silva, 2007); b) how social responsibility is worked with in the education of
business administrators (Vesce Neto, 2007); and c) what is the model of education
and interaction with the labor market for foreign trade “technicians” at UNINOVE
(Galvão, 2009).

Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016 671

Adolfo Ignacio Calderón, Cleber Fernando Gomes and Regilson Maciel Borges

Based on the relationship between higher education and the labor market,
Galvão (idem), discusses where future technicians will work and if the market needs
are being met by the training received by the students. In this context, according
to the author, the concept of social responsibility came to be understood by the
university as a market strategy that aims to offer courses at popular prices to serve
various social classes, and to conduct projects to improve the living conditions of
the community and the environment.
The study by Vesce Neto (2007) focuses on how social responsibility is worked
with in the education of business administrators, noting that social responsibility
can also be a competitive advantage. Upon interviewing students in the school of
business administration, it concluded that they understand social responsibility to
have a dual meaning: as a marketing tool and as social action aimed at building a
more just and humane society.
From this perspective of building a more caring and humane society, focusing
on ethics in the profession, in the labor market and in human relationships, Silva
(2007) discusses issues relating to the education of people to work in the advertising
industry. The study emphasizes that future advertisers should try to develop good
relations with society, tolerance for diversity and respect for all human beings.

c) Education through internships

Regarding internships as instruments for social transformation, Fonseca

(2011), studied the views of the interns and coordinators of Uni-FACEF courses
about the activities of professional internships and their community implications.
The statements from the university students collected by the author indicate that
the internship led them to be more responsible in their tasks and obligations, better
organized and helped them learn how to plan their activities, to act focused on
teamwork, listen more effectively and express their ideas at the most appropriate
time. For this author, the internship activities also fulfilled another important role,
which is to influence the civic, ethical and moral education of the interns. In addition
to the contributions to the students’ education, the internships tend, according to
Fonseca (idem), to produce goods or services that are absorbed by society or by
companies and can help to meet the basic needs of people, generating more well-
being and better quality of life for the community.

FINAL CONSIDERATIONS
The survey conducted allows concluding that in Brazil, the social
responsibility of higher education is a theme that has generated a theoretical concern
among researchers from various fields of knowledge, especially since 2004, with the
approval and implementation of National Higher Education Evaluation System.
In addition to the analysis and classification of the specificities of the
academic literature on the subject of social responsibility of higher education, three
main themes were addressed: social responsibility and university administration;
theoretical-conceptual and normative aspects with a predominant focus on the

672 Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016

 Social responsibility of higher education

private sector and social responsibility and university education. In addition, data
indicating that the distribution of the schools that were the sources of the studies
break with trends common to academic production in Brazil.
First, it was found that 40% of the studies were produced in professional
master’s programs, revealing the importance of this graduate modality in the
production of knowledge, regardless of the fact that these schools focus on
instrumental knowledge geared to professional improvement. The study of the social
responsibility of higher education has become a theoretical and practical concern
with two dimensions, whether in terms of the production of scientific knowledge
itself, through academic master’s and doctoral programs, or in terms of the
improvement of professional practice, the focus of professional master’s programs.
Second, studies on the social responsibility of higher education are
concentrated in the Brazilian Northeast, which is in contrast with official data that
show the Southeastern region of Brazil as the largest source of scientific production
in the country. The hypothesis is raised that the higher number of studies in the
Northeast region may be related to the need to build universities more open to the
needs of the socio-economically more vulnerable regions of the country.
Third, 66.7% of the scientific production was produced in private sector
institutions, especially in not-for-profit schools, completely contrary to the national
trend that shows that 81.2% of Brazilian scientific production is concentrated in
public institutions of higher education. This signals the growing importance of the
private sector, especially non-profit institutions, in the production of knowledge
at the graduate level.
Fourth, with reference to the production at academic master’s and PhD
programs, more studies of the social responsibility of higher education were found
in graduate programs stricto sensu in administration than in education as would
be expected for this theme, given that it has greater affinity with the field of
educational sciences. Why has the academic and scientific community in the field
of education not excelled in the production of knowledge on the subject of social
responsibility of higher education? One hypothesis we can raise is the existing
resistance to the issue, even in the early 2000s, because it rose in the business
sector, involving private for-profit universities (Calderón, 2005), often considered
mercantile universities (Calderón, 2000) that introduced neoliberal values to higher
education (Calderón, 2006). The predominant theoretical framework, anchored
in the so-called paradigm of emancipatory evaluation (Calderon; Borges, 2013),
is strongly critical of neoliberal policies (Dias Sobrinho, 2005, 2014) and of the
incorporation of “technical” perspectives (Saviani, 1987) or neotechnical perspectives
(Freitas, 2012) in the educational field.
Finally, there is another possible explanation: the demands for efficient
administration generate studies primarily within the field of administration, with
the private schools being spaces with greater theoretical flexibility to conduct studies
that escape the hegemonic paradigm, especially in graduate education studies in
Brazil, which relate the social responsibility of higher education with the quality
of teaching, but with an explicit political and ideological choice of resistance to

Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016 673

Adolfo Ignacio Calderón, Cleber Fernando Gomes and Regilson Maciel Borges

the advance of neoliberalism (Dias Sobrinho, 2014) a fact that would impede the
realization of studies within a functional approach to the system.

REFERENCES
Abreu, C. B. Responsabilidade social em instituições de ensino superior. 2009. 124f.
Dissertação (Mestrado em Administração de Empresas) – Universidade de Fortaleza,
Fortaleza, 2009.
Águia, J. C. Avaliação do grau de percepção dos alunos em relação às ações de responsabilidade
social de uma instituição de ensino superior. 2007. 144f. Dissertação (Mestrado em
Administração e Desenvolvimento Empresarial) – Universidade Estácio de Sá, Rio
de Janeiro, 2007.
Barros, C. M. P. Responsabilidade social universitária: um estudo de caso no curso de
medicina da Universidade Federal do Ceará − campus de Sobral. 2009. 160f. Dissertação
(Mestrado em Políticas Públicas e Gestão da Educação Superior) – Universidade Federal
do Ceará, Ceará, 2009.
Brasil. Ministério da Educação. Coordenação de Aperfeiçoamento de Pessoal de Nível
Superior. Diretoria de Avaliação – DAV. Documento de área 2009. Brasília, DF: Capes,
2009. Disponível em: <http://www.capes.gov.br/images/stories/download/avaliacao/
INTER03ago10.pdf >. Acesso em: 20 ago. 2011.
. Ministério da Educação. Coordenação de Aperfeiçoamento de Pessoal de
Nível Superior. GEOCAPES – Dados Estatísticos. 2010. Brasília, DF: Capes, 2010.
Disponível em: <http://geocapes.capes.gov.br/geocapesds/>. Acesso em: 20 ago. 2011.
. Ministério da Educação. Coordenação de Aperfeiçoamento de Pessoal de
Nível Superior. Tabela de áreas de conhecimento/avaliação, 2012. Brasília, DF: Capes,
2012. Disponível em: <http://www.capes.gov.br/images/stories/download/avaliacao/
TabelaAreasConhecimento_072012.pdf>. Acesso em: 21 mar. 2015.
. Ministério da Educação. Coordenação de Aperfeiçoamento de Pessoal de Nível
Superior. Dados Quantitativos de Programas Recomendados e Reconhecidos. Brasília,
DF: 2016. Disponível em: <https://sucupira.capes.gov.br/sucupira/public/consultas/
coleta/programa/quantitativos/quantitativoRegiao.jsf;jsessionid=SFGsRUNlWNajN
c+eDrrEVa5R.sucupira-207>. Acesso em: 20 maio 2016.
. Presidência da República. Lei n. 10.861, de 14 de abril de 2004. Institui
o Sistema Nacional de Avaliação da Educação Superior – SINAES – e dá outras
providências. Diário Oficial da União, Brasília, DF, n. 72, 2004. Seção 1, p. 3-4.
Calderón, A. I. Universidades mercantis: a institucionalização do mercado universitário
em questão. São Paulo em Perspectiva, São Paulo: Fundação SEADE, v. 14, p. 61-72,
jan./mar. 2000.
. Responsabilidade social: desafios à gestão universitária. Estudos: Revista da
Associação Brasileira de Mantenedoras de Ensino Superior, Brasília: Associação Brasileira
de Mantenedora de Ensino superior, v. 22, n. 34, p. 13-27, abr. 2005.
. Responsabilidade social universitária: contribuições para o fortalecimento do
debate no Brasil. Estudos: Revista da Associação Brasileira de Mantenedoras de Ensino

674 Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016

 Social responsibility of higher education

Superior, Brasília: Associação Brasileira de Mantenedora de Ensino Superior, v. 36,

n. 36, p. 7-22, jun. 2006.
.; Pedro, R.; Vargas, M. Responsabilidade social da educação superior: a
metamorfose do discurso da UNESCO em foco. Interface: Comunicação, Saúde e
Educação, Botucatu: UNESP, v. 15, n. 39, p. 1.185-1.198, out./dez. 2011.
. Borges, R. M. La evaluación educacional en el Brasil: de la transferencia
cultural a la evaluación emancipadora. Educación, Lima: PUCP, v. 22, n. 42, p. 77-95,
mar. 2013.
Cordeiro, T. S. T. Responsabilidade social de instituição de ensino superior : o caso da
FTC-Salvador. 2009. 157f. Dissertação (Mestrado Profissional Multidisciplinar em
Desenvolvimento Humano e Responsabilidade Social) – Fundação Visconde de Cairu,
Salvador, 2009.
Cruz, R. M. Responsabilidade social no ensino superior: conhecendo as práticas das IES
particulares privadas sem fins lucrativos de Salvador. 2008. 108f. Dissertação (Mestrado
Profissional Multidisciplinar em Desenvolvimento Humano e Responsabilidade
Social) – Fundação Visconde de Cairu, Salvador, 2008.
Cunha, W. M. A. Responsabilidade social e desenvolvimento sustentável: o papel do
Instituto Federal de Educação, Ciência e Tecnologia de Pernambuco − IFPE – campus
Vitória de Santo Antão. 2011. 77f. Dissertação (Mestrado Profissional em Gestão
do Desenvolvimento Local Sustentável) – Fundação Universidade de Pernambuco,
Recife, 2009.
Dias Sobrinho, J. Educação superior, globalização e democratização: qual universidade?
Revista Brasileira de Educação, Rio de Janeiro: ANPEd; Campinas: Autores Associados,
v. 10, n. 28, p. 164-173, jan./abr. 2005.
. Gestão universitária: contradições entre o público e o privado. Revista Forges,
Ilheús: Fórum da Gestão do Ensino Superior nos Países e Regiões de Língua Portuguesa,
v. 1, n. 1, p. 67-85, 2014.
Durham, E. A responsabilidade social das instituições de ensino superior. Estudos:
Revista da Associação Brasileira de Mantenedoras de Ensino Superior, Brasília: Associação
Brasileira de Mantenedora de Ensino superior, v. 22, n. 34, p. 59-61, abr. 2005.
Felden, C. R. Avaliação dos níveis de responsabilidade social da UNIJUÍ com seus
agentes internos e externos. 2007. 251f. Dissertação (Mestrado em Desenvolvimento) –
Universidade do Noroeste do Estado do Rio Grande do Sul, Ijuí.
Ferreira, N. S. As pesquisas denominadas “estado da arte”. Educação & Sociedade,
Campinas: CEDES, v. 23, n. 79, p. 257-272, ago. 2002.
Fonseca, G. B. F. Estágios, responsabilidade social universitária e desenvolvimento:
um estudo da concepção de estagiários e coordenadores de cursos sobre as atividades
de estágio e implicações comunitárias. 2011. 92f. Dissertação (Mestrado em
Desenvolvimento Regional) – Centro Universitário de Franca, Franca, 2011.
Fragoso, M. B. P. G. Programa Nacional de Educação na Reforma Agrária: a res­pon­
sabilidade social da universidade. 2001. 115f. Dissertação (Mestrado em Educação) –
Universidade Federal Fluminense, Niterói, 2001.

Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016 675

Adolfo Ignacio Calderón, Cleber Fernando Gomes and Regilson Maciel Borges

Galvão, M. S. Estratégia, inovação, responsabilidade social, competências e habilidades do

curso superior de tecnologia em comercio exterior: realidade e reflexos. 2009. 105f. Dissertação
(Mestrado em Administração) – Universidade Nove de Julho, São Paulo, 2009.
Freitas, L. C. Os reformadores empresariais da educação: da desmoralização do
magistério à destruição do sistema público de educação. Educação & Sociedade,
Campinas: CEDES, v. 33, n. 119, p. 379-404, 2012.
Goiana, A. L. S. Responsabilidade social nas instituições de ensino superior particulares em
sentido estrito. 2010. 83f. Dissertação (Mestrado Profissional Multidisciplinar em Gestão
do Desenvolvimento Local Sustentável) – Fundação Visconde de Cairu, Salvador, 2010.
Gomes, V. Contribuição à divulgação de ações de responsabilidade social: estudo de caso do
UNIARAXÁ. 2005. 204f. Dissertação (Mestrado em Ciências Contábeis e Financeiras)
– Pontifícia Universidade Católica de São Paulo, São Paulo, 2005.
Lyra, M. G.; Gomes, R. C.; Jacovine, L. A. G. O papel dos stakeholders na sus­
tentabilidade da empresa: contribuições para a construção de um modelo de análise.
Revista de Administração Contemporânea, Curitiba: Associação Nacional dos Programas
de Pós-graduação em Administração, v. 13, edição especial, p. 39-52, jun. 2009.
Lohn, V. M. Sistemática para seleção de projetos de responsabilidade social com impacto
no negócio das instituições de ensino superior. 2009. 175f. Dissertação (Mestrado em
Engenharia e Gestão do Conhecimento) – Universidade Federal de Santa Catarina,
Florianópolis, 2009.
Machado Júnior, E. V. Sinergia dos stakeholders: um framework de gestão e
responsabilidade social: estudo de caso em instituição de ensino superior brasileira.
2009. 250f. Tese (Doutorado em Engenharia de Produção) – Universidade Metodista
de Piracicaba, Piracicaba, 2009.
Malafaia, N. F. Extensão universitária como exercício da responsabilidade social nos cursos de
fisioterapia. 2009. 84f. Dissertação (Mestrado Profissional Multidisciplinar em Gestão do
Desenvolvimento Local Sustentável) – Fundação Visconde de Cairu, Blumenau, 2009.
Melo, E. Responsabilidade social em IES: uma análise das ações na região do Alto Vale do
Itajaí, SC, Brasil. 2011. 87f. Dissertação (Mestrado em Administração) – Universidade
Regional de Blumenau, Blumenau, 2011.
Miranda, B. C. A. Responsabilidade socioambiental e educação a distancia: o caso da
instituição de ensino superior Alpha. 2008. 119f. Dissertação (Mestrado Profissional
Multidisciplinar em Gestão do Desenvolvimento Local Sustentável) – Fundação
Visconde de Cairu, Salvador, 2008.
Moreno, P. G. Redes de extensão universitária: um estudo da difusão do conhecimento
no campo da administração. 2011. 177f. Dissertação (Mestrado em Administração) –
Universidade Metodista de Piracicaba, São Bernardo do Campo, 2011.
Nogueira, R. A. A. Responsabilidade social da universidade: um estudo dos egressos do
doutorado em educação da Universidade Federal da Bahia. 2010. 255f. Tese (Doutorado
em Educação) – Universidade Federal da Bahia, Salvador, 2010.
Oliveira, E. C. Responsabilidade social: um estudo avaliativo dos programas nas
Faculdades de Tecnologia e Ciências – FTC de Itabuna-BA. 2009. 140f. Dissertação

676 Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016

 Social responsibility of higher education

(Mestrado Profissional Multidisciplinar em Gestão do Desenvolvimento Local

Sustentável) – Fundação Visconde de Cairu, Salvador, 2009.
Oliveira, L. L. Educação à distância: capacidades e habilidades do pedagogo
contemporâneo. 2010. 96f. Dissertação (Mestrado Profissional Multidisciplinar em
Gestão do Desenvolvimento Local Sustentável) – Fundação Visconde de Cairu,
Salvador, 2010.
Paula, S. L. Comunicação organizacional e responsabilidade social em instituições de ensino
superior de Pernambuco: o uso de ferramentas de comunicação para a construção da
impressão de organização socialmente responsável. 2010. 165f. Dissertação (Mestrado
em Administração) – Universidade Federal de Pernambuco, Recife, 2010.
Petrelli, C. M. Assistência e responsabilidade social: as experiências das instituições
de ensino superior do sistema ACAFE. 2004. 118f. Dissertação (Mestrado em
Administração) – Universidade Federal de Santa Catarina, Florianópolis, 2004.
Pinto, M. M. Responsabilidade social em universidade comunitária: novos rumos para a
educação superior. 2009. 170f. Tese (Doutorado em Educação) – Pontifícia Universidade
Católica do Rio Grande do Sul, Porto Alegre, 2009.
Reis, A. R. Gestão da responsabilidade social: estudo em universidade da região
metropolitana de Salvador. 2007. 171f. Dissertação (Mestrado Profissional
Multidisciplinar em Gestão do Desenvolvimento Local Sustentável) – Fundação
Visconde de Cairu, Salvador, 2007.
Ribeiro, V. P. Responsabilidade social e confessionalidade: a compreensão de uma IES X
de Salvador. 2008. 97f. Dissertação (Mestrado Profissional Multidisciplinar em Gestão
do Desenvolvimento Local Sustentável) – Fundação Visconde de Cairu, Salvador, 2008.
Rosetto, M. R. C. A. Instituições de ensino superior e responsabilidade social: um estudo sobre
as representações de lideranças da educação superior brasileira. 2011. 131f. Tese (Doutorado
em Educação) – Pontifícia Universidade Católica de São Paulo, São Paulo, 2011.
Sander, B. Consenso e conflito: perspectivas analíticas na pedagogia e na administração
da educação. Editora Pioneira: São Paulo, 1984.
Santos, A. R. Ensino jurídico e direito: avaliação e responsabilidade das instituições
privadas. 2006. 207f. Dissertação (Mestrado em Direito das Relações Sociais) –
Universidade Federal do Paraná, Curitiba, 2006.
Santos, B. S. Pela mão de Alice: o social e o político na pós-modernidade. São Paulo:
Cortez, 1995.
Saviani, D. Educação: do senso comum à consciência filosófica. São Paulo: Cortez,
1987.
Schwartzman, J. Responsabilidade social no ensino superior. Estudos: Revista da
Associação Brasileira de Mantenedoras de Ensino Superior, Brasília: Associação Brasileira
de Mantenedora de Ensino superior, v. 22, n. 34, p. 47-53, abr. 2005.
Silva, A. K. L. Responsabilidade social, um fenômeno em construção: avanços e desafios deste
movimento nas universidades privadas do Paraná. 2010. 147f. Dissertação (Mestrado
em Administração) – Universidade Regional de Blumenau, Blumenau, 2010.

Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016 677

Adolfo Ignacio Calderón, Cleber Fernando Gomes and Regilson Maciel Borges

Silva, C. L. Responsabilidade social nas universidades brasileiras: autonomia ou adequação?

2008. 110f. Dissertação (Mestrado em Educação) – Universidade Tuiuti do Paraná,
Curitiba, 2008.
Silva, D. R. A formação do publicitário e sua responsabilidade social: por uma prática
publicitária mais ética. 2007. 147f. Dissertação (Mestrado em Educação) – Pontifícia
Universidade Católica de Campinas, Campinas, 2007.
Silva, N. K. V. Responsabilidade social e desenvolvimento sustentável: um estudo de caso
em uma instituição de ensino superior da cidade do Recife. 2009. 181f. Dissertação
(Mestrado Profissional em Gestão do Desenvolvimento Local Sustentável) – Fundação
Universidade de Pernambuco, Recife, 2009.
Silva, S. M. C. Ações de responsabilidade social desenvolvidas na extensão universitária:
estudo de caso em uma instituição federal de ensino superior. 2011. 163f. Dissertação
(Mestrado em Sistemas de Gestão) – Universidade Federal Fluminense, Niterói, 2011.
Silva, V. A. Gestão da responsabilidade social em instituições de ensino superior da Região
Metropolitana de Salvador. 2010. 96f. Dissertação (Mestrado Profissional Multidisciplinar
em Gestão do Desenvolvimento Local Sustentável) – Fundação Visconde de Cairu,
Salvador, 2010.
Silva Júnior, A. B. A responsabilidade social como elemento motivador na formação
profissional do aluno de medicina. 2008. 73f. Dissertação (Mestrado em Ciências da
Saúde) – Faculdade de Ciências Médicas da Santa Casa de São Paulo, São Paulo, 2008.
Souza, N. Q. A institucionalização das ações de responsabilidade social corporativa: um
estudo em universidades comunitárias gaúchas. 2010. 138f. Dissertação (Mestrado
em Desenvolvimento) – Universidade do Noroeste do Estado do Rio Grande do Sul,
Ijuí, 2010.
Souza, P. H. G. A cultura e a responsabilidade social como norteadores de inclusão
socioeducativa dos discentes em uma IES privada: um estudo de caso. 2009. 129f.
Dissertação (Mestrado Profissional Multidisciplinar em Gestão do Desenvolvimento
Local Sustentável) – Fundação Visconde de Cairu, Salvador, 2009.
Stadler, A. Responsabilidade social e a imagem corporativa de uma instituição de
ensino superior na percepção do corpo docente. 2007. 131p. Dissertação (Mestrado em
Administração) – Universidade do Vale do Itajaí, Itajaí, 2007.
Tanaka, E. A responsabilidade social das instituições de ensino superior privadas. 2003.
116f. Dissertação (Mestrado em Administração) – Universidade de São Paulo, São
Paulo, São Paulo, 2003.
Unesco – Organização das Nações Unidas para a Educação, a Ciência e a
Cultura. Conferência Mundial sobre Ensino Superior 2009: as novas dinâmicas do
ensino superior e pesquisas para a mudança e o desenvolvimento social. Paris: 5 a 8 jul.
2009. Disponível em: <http://aplicweb.feevale.br/site/files/documentos/pdf/31442.
pdf>. Acesso em: 21 jan. 2011.
Vesce Neto, V. As políticas educacionais e a responsabilidade social na formação do
administrador de empresas. 2007. 128f. Dissertação (Mestrado em Educação) – Pontifícia
Universidade Católica do Paraná, Curitiba, 2007.

678 Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016

 Social responsibility of higher education

Vieira, M. G. D. Responsabilidade social e ética nas instituições de ensino superior públicas

e privadas de salvador-BA. 2006. 224f. Dissertação (Mestrado em Administração de
Empresas) – Universidade Federal do Ceará, Fortaleza, 2006.
Weber, M. Ciência e política. Duas vocações. São Paulo: Cultrix, 1970.
Wrasse, C. L. Responsabilidade social como ferramenta do marketing das instituições de
ensino superior privadas do oeste do estado do Paraná. 2004. 110f. Dissertação (Mestrado
em Administração) – Universidade Regional de Blumenau, Blumenau, 2004.

ABOUT THE AUTHORS

Adolfo Ignacio Calderón has a doctorate in social sciences from the

Pontifícia Universidade Católica de São Paulo (PUC-SP). He is a professor at
the Pontifícia Universidade Católica de Campinas (PUC-Campinas).
E-mail: adolfo.ignacio@puc-campinas.edu.br
Cleber Fernando Gomes is master’s degree student in art history at
the Universidade Federal de São Paulo (UNIFESP).
E-mail: clebergom@hotmail.com
Regilson Maciel Borges is a doctoral candidate in education at the
Universidade Federal de São Carlos (UFSCar).
E-mail: regilsonborges@gmail.com

Received in September 2013

Approved in May 2015

Revista Brasileira de Educação v. 21 n. 66 jul.-set. 2016 679